COMMONWEALTH ASSOCATION FOR EDUCATION,
ADMINISTRATION AND MANAGEMENT
ISSN NO 2322-0147
VOLUME 2 ISSUE 6
JUNE 2014
A STUDY OF EMOTIONAL COMPETENCY IN
RELATION TO ACADEMIC ATTAINMENT OF
PROSPECTIVE TEACHERS
(EDITOR-IN-CHIEF)
DR MUJIBUL HASAN SIDDIQUI
ASSISTANT PROFESSOR, DEPARTMENT OF
EDUCATION,
ALIGARH MUSLIM UNIVERSITY,
ALIGARH-202002,
UTTAR PRADESH,
INDIA
website: www.ocwjournalonline.com
Excellence International Journal of Education and
Research (Multi- subject journal)
Excellence International Journal Of Education And Research VOLUME 2 ISSUE 6
ISSN 2322-0147
A STUDY OF EMOTIONAL COMPETENCY IN RELATION TO
ACADEMIC ATTAINMENT OF PROSPECTIVE TEACHERS
By
Dr. Sanjay Kumar
Lect. Bharat Vidyapeeth College of Education
Kasandi,
Sonepat
Dr. Indu Malik
Associate Prof. M.L.R.S. College of Education
Charkhi Dadri,
Bhiwani
Abstract
Human being learns with every activity, help to improve the competency, in physical
and mental emotion. Culture has a significant impact on cognition and cognitive development,
which in turn shapes the behaviour of an individual. But it is more important and valuable to
know about the effects of emotional behaviour and feeling on achievement or attainment of
learners. Scientific investigation starts with practical questions. Suppose one is afraid of any
things, what effect will be on his learning? If one is happy with his/her work after that what
effect will be on achievement/attainment?
Most of studies selected for the field guide focus exclusively on the intellectual or
cognitive processes involved in learning. For a broader term to use learning, we need to see it
with the relation of emotion. Learners may feel intrigued or repelled, confident or bewildered,
challenged or overwhelmed and more upon entering learning processes.
Are there any relation between emotion and achievement at the level of higher
education especially during teacher education? This is the question with which we shall be
concerned.
THE NATURE OF THE EMOTIONS
Emotions are presumed to constitute a class of behaviors selected by their survival
value to the species in general. Love, hate, anger, joy, shame, guilt, happy, sadness etc. are the
some of listed among the emotions. Few psychologists suggested that ‘Behaviour, feeling and
sensation are the results of specific physiological events with in the human being; and these
events are themselves the result of a complex interaction between hereditary factors (working
through genetically controlled biochemical systems) and environmental factors, past and
present. Emotion is the affective component to guides a student's attention and is the primary
determinant of achievement in school-Olson & Torrance (1996). ‘Emotions are seen as
constituting something that stands fundamentally apart from cognition’ -Goleman (1995).
Searching, thinking, fearing, imagining, remembering, evaluating, planning all of these
psychological processes and others may be evoked by learning environment. These responses
may be as varied as the visitors themselves.
From an essentialist view, emotion is a "non-cognitive, involuntary phenomenon which,
though capable of influencing intelligence, language and culture, not itself essentially
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dependent upon these complex and historically conditioned factors" (Harre, 1986, pp. 23).
Ideas about how minds come to learn thus emerge from a background of cultural beliefs
regarding the nature of mind.
"All knowing first registers as feeling" Sandelands( 1995).
To teach children how to become fluent in feeling, recognizing, and expressing their
emotions in school and to do this with as much vigor as we attempt to teach them how to learn.
As a result, when we perceive that an individual is unable to cope or adapt, we tend to
conclude that there is some type of "disorder" in the person's emotional system. In using
phrases like "emotionally impaired" in educational settings, for example, we are lead to locate
the problem's origins within the student, presumably as some kind of deficit or flaw. We are
advised by experts that in order for such a student to learn effectively, he or she "must first
receive successful therapy to eliminate his or her emotional disturbance" Wong (1996).
Most of the studies selected for the field guide focus exclusively on the intellectual or
cognitive processes involved in learning. For a broader term to use learning, we need to see
with the relation of emotion.
VARIABLES
Emotional Competency: Emotional competency is the ability to keep emotions stable and
under control in all the situations (favorable & non-favorable). So emotional competency is
considered as one of the important aspects of human life, emotional competency overcomes the
fear generated by past experiences, also modify the behavior. According to Smitson (1974)
‘emotional competency is the process in which the personality is continuously striving for
greater sense of emotional health, both intra-physically and intra-personally.’
Academic Achievement: Academic achievement is the outcome of education-the extent to
which a student, teacher or institution has achieved their educational goals. Academic
achievement refers to the attainment level in their previous passed examination (i.e. Bachelor
degree programme).
OBJECTIVES OF THE STUDY
1. To study the relationship between emotional competency and academic achievement of
male perspective teachers.
2. To study the relationship between emotional competency and academic achievement of
female perspective teachers.
3. To study the relationship between emotional competency and academic achievement.
HYPOTHSES OF THE STUDY
1. There is no significant relationship between emotional competency and academic
achievement of male perspective teachers.
2. There is no significant relationship between emotional competency and academic
achievement of female perspective teachers.
3. There is no significant relationship between emotional competency and academic
achievement.
METHOD & PROCEDURE
Sample: the sample comprised 100 pupil-teachers (50 male and 50 female) from two selffinanced colleges of education situated in Bahadurgarh, Haryana.
Sampling Technique: Random sampling method was used to select the sample.
Tools:
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1) Emotional Competence Scale developed by R. Bhardwaj and H. Sharma was used for
conduction the study.
2) Academic Achievement: Percentage of bachelor degree programme attained by the
pupil-teachers was taken as academic achievement score.
Procedure of Data Collection: The researcher visited to colleges and described the aim of the
visit. After getting permission from the principal/head of the college, the tool was
administered.
Statistical technique used: The obtained data was analyzed by Mean, SD, Karl-person’
correlation.
DELIMITATIONS OF THE STUDY
The present study has the following delimitations:
1) The present study is delimited to 100 pupil teachers (B.Ed students).
2) All the pupil teachers are belonged to privately managed B.Ed colleges.
3) Colleges are taken from Jhajjar district of Haryana state only.
4) The study is limited to two variables i.e. Emotional competency and academic
achievement.
ANALYSIS
The collected data were analyzed using Mean, Standard deviation and product
movement correlation. The table shows mean value, standard deviation and ‘r’ value along
with significance level.
TABLE 1
Relationship between Emotional competence & Academic Achievement of male
prospective teachers
Sr.
Variables
N
Mean SD
‘r’ Value Significant/
No.
Not Significant
1.
Emotional
50 107.04 17.91
Competence
-0.091* Not Significant
2.
Academic
50 58.004 5.57
Achievement
*Negligible negative relationship
Table 1 reveals that value of mean & SD on emotion competence scale of 50 male
prospective teachers was 107.04 & 17.91, mean & SD value of academic achievement of 50
male prospective teachers was 58.004 & 5.57 and ‘r’ value between emotional competence &
academic achievement of 50 male prospective teachers was -0.091 (negligible negative
relationship) was not found significant at any level of significance. Hence, the null hypothesis
(H1) that there is no significant relationship between emotional competence and academic
achievement of male perspective teachers is accepted.
It can, therefore, be said that there is no relationship between emotional competency
and academic achievement among male prospective teachers.
TABLE 2
Relationship between Emotional competence & Academic Achievement of female
prospective teachers
Sr.
Variables
N
Mean SD
‘r’
Significant/
No.
Value
Not Significant
1.
Emotional
50 105.36 21.88 -0.114* Not Significant
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2.
Competence
Academic
Achievement
50
58.86
ISSN 2322-0147
3.84
*Negligible negative relationship
Table 2 reveals that value of mean & SD on emotion competence scale of 50 female
prospective teachers was 105.36 & 21.88, mean & SD value of academic achievement of 50
female prospective teachers was 58.86 & 3.84 and ‘r’ value between emotional competence &
academic achievement of 50 female prospective teachers was -0.114 (negligible negative
relationship) was not found significant at any level of significance. Hence, the null hypothesis
(H2) that there is no significant relationship between emotional competence and academic
achievement of female perspective teachers is accepted.
It can, therefore, be said that there is no relationship between emotional competency
and academic achievement among female prospective teachers.
TABLE 3
Sr.
No.
1.
2.
Relationship between Emotional competence & Academic Achievement
of prospective teachers
Variables
N
Mean SD
‘r’
Significant/
Value
Not Significant
Emotional
100 106.2 19.91
Competence
-0.101* Not Significant
Academic
100 58.433 4.78
Achievement
*Negligible negative relationship
Table 3 reveals that value of mean & SD on emotion competence scale of 100
prospective teachers was 106.2 & 19.91, mean & SD value of academic achievement of 100
prospective teachers was 58.433 & 4.78 and ‘r’ value between emotional competence &
academic achievement of 100 prospective teachers was -0.101 (negligible negative
relationship) was not found significant at any level of significance. Hence, the null hypothesis
(H3) that there is no significant relationship between emotional competence and academic
achievement of perspective teachers is accepted.
It can, therefore, be said that there is no relationship between emotional competency
and academic achievement among prospective teachers.
CONCLUSION
1.
There is no relationship between emotional competency and academic achievement
among male prospective teachers.
2.
There is no relationship between emotional competency and academic achievement
among female prospective teachers.
3.
There is no relationship between emotional competency and academic achievement
among prospective teachers.
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